Fall 2021 Newsletter

RehabReview

THE DEPARTMENT OF REHABILITATION

UNIVERSITY OF MARYLAND EASTERN SHORE

MEETTHE TEAM

DR. WILLIAM TALLEY DR. LESLIE SANTOS DR. BRYAN GERE

DR HECTOR VELAZQUEZ-GONZALEZ DR COURTNEY WARD-SUTTON

DR. LISA ZHENG MR. JONATHAN BLACKMON

MS ROBIN HIGDON

MRS. KUTRESA LANKFORD-PURNELL

DR. MARYAM RAHIMI

MESSAGE FROM THE EDITOR

Hi folks! I am honored to be taking on the role of Rehab Review newsletter editor! After a year of working with the old format, I thought it was time for a new and improved format, one that would be available on paper and accessible digitally.

I hope to do my best to continue the proud tradition of our department newsletter, relying on the outstanding contributions of our editorial team and our contributing writers.

I am very pleased to acknowledge the support of the faculty editors Dr. William Talley, Department Chair, Dr. Leslie Santos, Program Director, Graduate Clinical Coordinator and Ms. Robin Higdon, our program assistant for their tremendous support! We also want to appreciate the faculty of the Department of Rehab for their invaluable feedback.

For this edition, we’re proud to look back on several of our faculty accomplishments. We also have wonderful information about our RSA grant funding, internship, job boards, Rehabilitation Associations, Honor Societies, Student Associations, and Funded Doctoral programs. The issue also contains articles on the effects of COVID-19 on student Mental health, Myths about vaccination self-care, and highlights of the wellness initiative facilitated by Dr. William Talley and Ms. Kutresa Lankford-Purnell for the Fall Semester 2021.

As we go home for the holidays I hope everyone had a fabulous fall 2021 semester, and we look forward to talking to you again in our Spring 2022 issue. In the meantime , keep those ideas and submissions coming to jmcollins2@umes edu

Thank you!

Jessica Collins

T A B L E O F C

Dasia Cornish - Psychiatric Residential Specialist

Aviance Golden-brown - Community Support Specialist

Bernard Jordan - Veterans Administration

Vocational Rehab Counselor

Andre Hampton - Peer Support Specialist for Minary's Dream Alliance

Briana Charles - Care Coordinator for Wraparound Maryland

Chelli Stewart - Coordinator of Community Service

Zachary Castell - Educational Leadership, UMES

Ph.D. Program

DEPT. OF REHABILITATION

Staff Accomplishments

GRANTS

Dr. Leslie Santos is currently working with Dr. Luz Semeah and Dr. Magaly Freytes on grant and research ideas to secure funding for the fiscal year 2022 for the Veterans Rural Health Resource Center.

Dr. William Talley, Dr. Leslie Santos, and Dr. Bryan Gere collaborated on the development and submission of the Rehabilitation Services Administration Grant. The Rehabilitation Counseling Program got the 1 Million Dollar Grant.

CONTRACTS

Dr. Leslie Santos is currently working as a consultant and qualitative research expert in the following study - Home modifications for Rural Veterans with Disabilities. She worked with Dr. Semeah and her team to develop a policy brief regarding Veteran’s Perspectives on improving the existing Home Improvement and Structural Alterations(HISA) Benefits Program.

The Commission on Rehabilitation Counselor Certification invited Dr. Leslie Santos to create an educational module for their E- University - The topic was Ethical Consideration working with Immigrant Clients.

Dr. Bryan Gere, and Dr. Harris are collaborating on a contract with the Maryland Department of Health (Maryland Statewide Technical Assistance Project on Organization-Wide Positive Behavior Support). This project will provide training for positive behavior support for people with intellectual and developmental disabilities(IDD). The purpose of this project is to unite statewide positive behavior support efforts across the state in order to establish a common language for preventing challenging behaviors across the lifespan.

PUBLICATIONS

Dr. Bryan Gere and Dr. William Talley recently published an article titled "College Students Mental Health Challenges: Concerns and Considerations in the COVID-19 Pandemic”. The objective of the study was to provide insight into the additional concerns in which COVID-19 may affect college students’ mental health and how mental health practitioners can address these concerns in practice. These concerns include the adaptation to a virtual learning environment, making behavioral changes such as social distancing, and dealing with socio-economic uncertainties. Others are access to mental health services, academic support, and dealing with emergency situations. Strategies discussed for addressing these concerns and considerations include increasing student engagement around COVID-19, expansion of campus mental health services, increasing self-helping and self-support behaviors, and promoting social connectedness.

Want to become a Rehabilitation Counselor?

RSA SCHOLARSHIP

Through RSA scholarships, students commit to service in rehabilitation services field for a specified time-period dependent upon amount of RSA funding received.

Stipends

Books

And more...

UMES - Department of Rehabilitation

Hector Jose Velazquez-Gonzalez, PhD, MSS, CRC hjvelazquezgonzalez@umes.edu

STUDENTREHABILITATION ASSOCIATION

What is S.R.A.? Student Rehabilitation Association(S.R.A.) is an abbreviation for the Student Rehabilitation Association. The Student Rehabilitation Association is an undergraduate organization that is part of the Rehabilitation Department at the University of Maryland Eastern Shore. The purpose of S.R.A. is to help inform the student, faculty, and community about physical and mental disorders. We have different events around campus to educate people on disabilities and also to network with other organizations. It also provides an opportunity to network and learn about the major and department. Some of the events we have had or participated in are bake sales to raise awareness, health fairs, local community service, and more. Some of the community service events we have done include having bake sales to promote physical disabilities, helping clean up a shelter for their Thanksgiving play, and giving out candy for Halloween to the children. In addition, members can go to conferences throughout the year that educate us on the latest information in our field.

By: Andre Hampton

Initiative Wellness

The wellness initiative is a part of the University of Maryland Eastern Shore Task Force that helps students and faculty incorporate wellness activities into their daily lives. This initiative helps students and faculty deal with the stress and challenges of the COVID-19 pandemic. We want to address the seven dimensions of wellness: physical, emotional, intellectual, social, spiritual, environmental, and occupational. Some of the activities we are bringing to the campus are prevention walks, aromatherapy, and group exercise classes. On October 23 2021, the wellness task force held its first annual prevention walk for Red Ribbon Week. We had two groups of students and community members walk the campus to support the fight against drug prevention.

By: Andre Hampton

The importance of taking care of yourself to live better

By Carmen Ramos

e best if you took care of yourself. If you constantly feel tired and lack energy throughout the day, you may need to assess how you treat yourself. Chronic lack of sleep, improper diet, and toxic relationships are harmful to your body and soul. Therefore, focus on yourself and work so that your mind, body, and spirit work again in a harmonious way. Remember that you deserve to enjoy a full and happy life.

Based on this approach, the question arises, what does taking care of yourself refer to? Taking care of yourself involves meeting your own basic needs. When you care about yourself, you make sure to eat a balanced diet, get plenty of rest, and set healthy boundaries in your relationships. In other words, it means loving yourself enough to maintain your overall well-being.

Why is personal care critical? The answer is simple. You need to take care of yourself to recharge. Not paying attention to your needs will eventually lead to physical and emotional decline. It is crucial to allow yourself to slow down in life to regain energy. You should take the time to do recreational activities that serve as medicine for the body and soul. Do not let your life just be based on work and obligations. You have to make time for yourself.

Health goes much further than physical well-being. Health is also taking care of emotional stability and mental health concerning our interpersonal relationships and others. Therefore, we must evaluate the contribution of these relationships to our lives. Taking care of yourself is not synonymous with selfishness. If you are not well, how can you help others? You must be aware of your needs and do what you can to stay healthy. People who do not care about taking care of themselves sooner or later end up sick.

How to take care of yourself

● Listen

Pay attention to the thoughts running through your head during the day. Be mindful of what you say to yourself, and replace any negative thoughts with positive ones. Think about your virtues and your dreams and what you will do to achieve them.

● Rest well

Are you always on the go? Do you ever take a break? Time to slow down and take a breath. Schedule downtime so you can recharge and refocus.

● Ask for what you need

Remember to ask for what you need. It would help if you did not wait for others to realize your needs. That will only lead to frustration. Learn to express yourself better to get what you need to satisfy your requirements.

Taking care of yourself is the foundation for everything. Only then will you have enough energy to pursue your goals and enjoy life fully.

EFFECT ON STUDENTS MENTAL HEALTH COVID-19

By Jessica Collins

Not too far into 2020, the world experienced a devastating event no one could imagine. When COVID-19 hit the U.S, no one knew how it would affect our Country. In March of 2020, the Center for Disease Control and Prevention (CDC) recommended shutting down schools. COVID-19 brought on unimaginable stress for students of all ages. American students had to deal with the stress of going back home, while international students had to deal with not knowing if or when they could go back home. Students who were abroad had to worry about not coming back to the states, and all students had added stress because nobody knew how long this would last. The stress of the situation started to have an impact on student's mental health.

By the end of March, "over 14 million U.S. college students were impacted by campus closures due to coronavirus" (Dennon, 2020). As a result, students had to switch to online learning in the middle of the school year. The switch to online classes created stress. Students had to adjust to not being able to learn in the classroom, interact socially with friends, graduate, and experience other significant milestones present in the pre-COVID era Students worldwide had to change how they learned and still meet the demands needed to go to the next grade or graduate. Additionally, students were worried about their families and friends and the state of everyone around them. Online learning, although not a new concept, is not for every student. There is stress for university students who have to complete internships, labs, or fieldwork if they cannot do so and if they cannot graduate.

"In an informal survey conducted by Rise, a college affordability advocacy group with U.S. college students, 75% of the U.S. college students responded that they were experiencing higher levels of anxiety, stress, and depression due to the coronavirus outbreak" (Dennon, 2020). With depression and anxiety increasing while everything was in limbo, it made it extremely hard for students to get the help they needed. Research shows that 60% of college students stated that the pandemic made it harder to get mental health care, significantly increasing financial stresses and the prevalence of depression (Redden, 2020).

It has been one year and eight months since COVID-19 closed the Country and many things are still in the air. Although the Country has mostly reopened, the Country still feels the aftershocks or a pandemic that took over the entire world. Students have gone back to school. However, many schools have had to shut down and switch back to online due to outbreaks. College students must find safe ways; socially distanced ways of still having that college experience without putting anyone's health at risk. Sometimes different scenery or a different location can help make school less stressful. Every little detail counts, and with COVID-19 infections still growing all over the Country, coping with the stress of it all is extremely important. What tools have you found helpful in caring for your mental wellness?

Myths

Versus Facts About COVID-19 Vaccinations

By Shawntae Blake

Since COVID-19 is still relatively new on the block, it may sometimes be hard to rule out a myth versus a fact. Unfortunately, there are so many myths floating around the United States that it may become easier to believe what individuals say is true. You must consult with a medical professional or seek medical databases for answers. Let us explore some of the common myths about COVID-19 disease.

A common myth about coronavirus is that "getting the COVID-19 vaccine gives you COVID-19," according to experts at Johns Hopkins University, many individuals within society believe this to be true. However, Johns Hopkins University faculty states, "the vaccine cannot and will not give you COVID-19. Instead, the two authorized mRNA vaccines instruct your cells to reproduce a protein that is part of the SARS-CoV-2, which helps your body recognize and fight the virus, if it comes along" (Hopkins' medicine). The notion that you can get COVID-19 from vaccination is a common misconception that individuals have. However, they fail to realize that the facts available to the public prove this notion to be untrue.

Another common myth about coronavirus is that "the side effects of the COVID-19 vaccine are dangerous," however, according to the John Hopkins University of Medicine, this is simply another myth. There was a controversy when the vaccines initially came out that has since been disproven. Many individuals were afraid of the side effects. Some people thought that the government was inserting tracking devices. According to the CDC, "COVID19 vaccines do not contain microchips. Vaccines are developed to fight against disease and are not administered to track your movement," which disproves the myth as accurate (CDC). Others thought that the side effects would cause them to pass away. Some people thought that the vaccine even contained metal components, which would make the injection site magnetic. It is crucial to fact-check things by using credible data. According to Johns Hopkins, "the Pfizer and Moderna COVID-19 vaccines can have side effects, but the vast majority are very short term. If symptoms persist beyond two days, you should call your doctor" (Hopkins Medicine).

You might have heard a friend or family member say, "I'm vaccinated, I don't have to wear a mask." This statement is false. This is a myth. According to the John's Hopkins University of Medicine, "the CDC continues to make recommendations for wearing face masks, both those who are fully vaccinated as well as those who are not fully vaccinated," which is a great way to reduce the spread of this fatal disease (Hopkins Medicine).

These are only a few myths out of the millions of conspiracies currently floating around our society As college students, we know how imperative it is to do our research, significantly when it directly impacts our health. If you are confused about what to believe about any vaccines, I would like to encourage you to consult with a medical professional, such as your primary care physician.

Trends and Disability Employment National

Today disability is one of the most prevalent afflictions in the United States (U.S.). Over a billion people worldwide are estimated to be living with a disability, which equates to about 15% of the U.S. population. People with disabilities often struggle to obtain stable work because of several factors related to their disability; this leads to a large percentage of disabled and unemployed individuals. According to the Bureau of Labor Statistics, unemployment rates for people with a disability

(7.3%) are almost double the rate of those without a disability (3.5%), respectively. Furthermore, as time progresses, the employment rate of individuals with a disability has decreased. For example, the employment percentage of individuals with a disability in 2019 was 19.3%, and in the year 2020, that percentage decreased to 17.9%. Additionally, that translated to an unemployment rate of 12.6% for persons with a disability, the highest unemployment rate seen in the U.S. over the

past seven years (BLS, 2021).

The reasoning for the high percentage of unemployment seen within individuals who have disabilities is complex. Numerous factors contribute to the unemployment rate. Individuals with disabilities are typically older than people without disabilities, making them less likely to be employed. Individuals with disabilities are less likely to have completed a bachelor's degree and have limited resources in transportation. Finances and are often discriminated against by employers because of

the simple fact that they possess a disability. Nevertheless, the recent pandemic created from COVID-19 has produced an influx of job opportunities for individuals with disabilities, especially in the areas of service occupations such as production and transportation. Though people with disabilities have been experiencing difficulties in finding work in recent years, job opportunities are beginning to develop more frequently, and there is hope for persons with a disability to obtain successful employment.

Written By Jordan Kelly

Edited By Dr. Courtney Ward-Sutton

SPOTLIGHT ON AS A WORKPLACEMENT SITE

Are you looking for a Field Work placement where you can help improve the quality of life of others? Are you hoping to utilize the information you have learned in your Rehabilitation courses in a work environment? If so, Go-Getters may be the placement for you.

Go-Getters has multiple programs located in Wicomico, Somerset, and Worcester Counties. The organization aims to provide consumers recovering from severe mental health illness with a community of friendship, sanctuary, and support. Go-Getters offers psychiatric rehabilitation programs that assist consumers with living up to their maximum potential at work and in their community. GoGetters considers the holistic health of their consumers and the community, evident by the services offered at their Lower Shore Clinic. Lower Shore Clinic, located in Salisbury, MD, offers Primary Care services 5-days a week. A pharmacy located on the clinic's premises offers a unique team-based approach to providing services. However, the services that Go-Getters provides do not stop there. The organization also offers Addictions Treatment to individuals suffering from co-occurring disorders. When looking for a field worksite placement, most students are often looking for

placement close to campus. Not only does Go-Getters offer many exciting services for a student to fulfill their fieldwork credit, but Go-Getters also offers the Rehabilitation student an experience close to campus. Go-Getters Somerset is located less than a mile from campus and provides students a fantastic opportunity to obtain placement hours in either their Day Program, Residential Program, or Community Service Program. These programs teach social and daily living skills, job training, GED classes, basic budgeting, money management skills and provide services to consumers in their homes who do not want to attend the Day Program. I would personally say the single most exciting aspect about Go-Getters as a placement site is how many fellow hawks you will meet. Hawks are present in many different roles within the organizations. For example, if you choose the Princess Anne location as a site, you will meet Ms. Erica Bishop, an Alumnus of the Rehabilitation Counseling program. If you are seeking fieldwork through this department and have completed all three hundred level courses, please contact our Undergraduate Clinical Coordinator Mrs. Kutresa Lankford-Purnell at 410-202-8424 klankfordpurnell@umes.edu.

By: Genesis Levy and Mrs. Kutresa Lankford- Purnell

JOB

AND INTERNSHIP BOARD

THERAPIST FOCUS POINT BEHAVIORAL HEALTH-SALISBURY,MD

$42,000-$46,000

We are staffing for open Therapist positions at one of our mental health clinics located in Baltimore, MD. Due to expansion, we are seeking early career therapists to groom in our different and unique agency We also are open to therapists who are experienced to provide services on a full-time, part-time basis(all contract basis), including evenings and weekends Applicants with experience in Cognitive Behavior Therapy and other theoretical modalities are more than welcome to apply, and the ideal person should have experience providing therapeutic services to children, adolescents, and/or adults with varying symptoms to include anxiety/depression, trauma, life challenges. Applicants must be committed to assisting patients by forming strong relationships and demonstrate passion in providing the highest level of care to our patients.

RETURN TO WORK SPECIALIST

SEDGWICK-AT HOME

UP TO $50,000

To negotiate, facilitate and monitor successful return to work of claimants within appropriate disability duration guidelines; to determine specific physical tolerances and vocational skills required for specific employment positions as requested by referral sources or employers; to assist case management staff with client competence decisions for individual positions; to contact employers to gather specific job site/employment information and prepare related reports documenting results; to assist with job site modification and/or obtaining adaptive equipment necessary; and to ensure medical, legal and accreditation standards are maintained.

PSYCHIATRIC REHABILITATION SPECIALIST

LOWER SHORE CLINIC- SALISBURY, MD

$36,000-$47,500

CRISIS DAY ACTIVITIES COORDINATOR

LOWER SHORE CLINIC-PRINCESS ANNE, MD

$36,000-$47,500

Carry out scheduled teaching, training, supervising, or monitoring functions as directed.

2. Provide innovation designed to maximize the independent living and working of Go-Getters' crisis members as appropriate

3 Maintain records of member attendance in groups; complete on-site attendance records as required.

4. Provide Community Support Teams with information on member progress as needed. Develop specialized programs designed to increase member’s community involvement and independent living skills

The team will be the center for information, documentation, decision-making, and implementation of plans for individual members in their residence and in the community. The team will be responsible for the goals and strategies that make up the core of an individual member's program and progress. The Psychiatric Rehabilitation Specialist will have shared responsibility for all members on the team.

Counseling PhD Programs Rehabilitation

SOCIETIES HONOR

Chi Sigma Iota is an international honor society that values academic and professional excellence in counseling. They promote a strong professional identity through members (professional counselors, counselor educators, and students) who contribute to the realization of a healthy society by fostering wellness and human dignity. Students must have be enrolled in a master’s program in counseling and have a 3.5 GPA to qualify for membership. Membership is by invitation. For more information please contact Dr. Santos at lsantos@umes.edu

The National Society of Allied Health (NSAH) is the official voice for Historically Black Colleges and Universities with schools or programs of allied health, providing a forum for faculty, students, and practitioner development. The NSAH networks and collaborates with other organizations that address health issues that affect the African American communities through education, research, practice, and service delivery.

NSAH is open to undergraduate and graduate students. Eligible applicants should meet the following criteria: Must be an Allied Health major, must have a 3.2 GPA and must have completed two semesters in an allied health program.

If you are interested in joining this organization, please contact Dr. William Talley or Ms. Kutresa Lankford-Purnell in the Rehabilitation Department, Hazel Hall, Suite 1112. Please bring a transcript and resume.

REHABILITATION ASSOCIATIONS

LET’S TAKE A LOOK AT THE PROFESSIONAL ORGANIZATIONS IN REHABILITATION THAT WE CAN ASSOCIATE OURSELVES WITH IN OUR CAREERS NOW AND AFTER GRADUATION AND THE COST TO JOIN AS WELL. JOINING AN ASSOCIATION IS AN EXCELLENT WAY TO KEEP ABREAST OF EMERGING ISSUES WITHIN OUR FIELDS AND DEMONSTRATE YOUR COMMITMENT TO YOUR PROFESSION AND PROFESSIONAL DEVELOPMENT.

PROFESSIONAL ORGANIZATION

American Counseling Association

National Council of Rehabilitation Education(NCRE)

Maryland Rehabilitation Association (MRA)

National Rehabilitation Association

National Association of Multicultural Rehabilitation Concerns(NAMRC)

International Association of Rehabilitation Professionals(IARP)

Rehabilitation International

Maryland Counseling Association

WEBSITE

https://www.counsel ing org/

https://ncre.org/

STUDENT FEE'S

PROFESSIONAL FEE'S

https://ncre.org/me mbershipoverview/studentmembership/

https://www.nationa lrehab.org/

http://namrc org/

NRA + $15.00

= $63.00

http://www rehabp ro org/home

http://www riglobal org/

http://www mdcou nseling org/

Free